This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:

M. M. - U.S.A.

1st Language vs. 2nd Language AcquisitionThe purpose of this research paper is to analyze and evaluate the practices of second language acquisition. Much research has been done in order to fully comprehend what happens when a child or adult is in the process of learning a second language. Some researchers believe that learning a second language happens the same way we learn our first language, also known as L1. However, others dispute this idea. There continues to be much debate as to which methods and techniques produce the best learning results. Unit 3 (Theories, Methods and techniques) of TEFL, states that as children we learn our native language (L1) without the aid of language teachers and course books. We simply absorbed the language around us, processed it and through trial and error formulated internal ideas and rules to allow us to be able to use the language fluently and accurately (p.1). Similar to what is presented in Unit 3 of TEFL, Lev Vygotsy (1997) also believed that children learned by the mere social interaction with others. However, we also know that there are many other methods and techniques such as grammar-translation, audio-lingualism, PPP (presentation, practice and production), task-based Learning, Communicative Language teaching, and community language

learning.
Grammar translation is an old traditional learning language method that emphasizes the acquisition of a second language through grammatical rules and finding equivalents in the student’s own language and the foreign language being learned (TEFL). Although this method has worked for certain students, it doesn’t mean it works for all. According to TEFL, the major drawback with grammar-translation is that it prevents students from getting the kind of natural language input they experienced when learning their first language. In addition, students would be learning about the language rather than learning the language itself. Vygotsky (1997) would definitely disagree with this method since he believed that “Language is never, just a language thing.” Instead, he argued that in order for someone to acquire a second language, it must be meaningful.
Like Grammar translation, audio-lingualism is a method that is not very popular today. This method is based upon a behaviorist approach. According to Wink and Putney, a behaviorist theory posits that learning consist of patterns, memorization, and imitation. Although it is important to note that language drills are still popular today, they are not the foundation of acquiring a second language.
A more acceptable second

language learning method is known as Presentation, Practice and Production (PPP). According to TEFL, in this method, teachers first present the context and situation for the language. Then they explain and demonstrate the meaning and form of the new language. Students then practice making sentences with the language learned in a controlled way. Although this method is somewhat controlled and makes use of drills, students are given the opportunity to be more creative with the language before going on to the production stage. Therefore, PPP has proved to be extremely effective, but it is not recommended for higher level students who already know the language.
A task-based learning method offers the student an opportunity make language in the classroom meaningful. Students are to complete a task in which they use language to achieve a specific outcome. The activity reflects real life situations and learners focus on meaning and they are free to use any language they want. Krashen (1996) has pointed out that when we give children quality education in their primary language, we give two crucial variables for academic success: knowledge and literacy, both of which transfers across languages. This task-based learning approach and allowing students use their L1 could be beneficial,

especially if the teacher also speaks the language. However, it is important for the teacher to validate the student’s L1, but always encourage students to use the english language.
Both communicative language teaching and communicative language learning seem to be two successful teaching methods. The communicative approach stresses the importance of language functions as opposed to reliance only on grammar and vocabulary. This approach encourages students to use the language in real life situations. In relation to communicative language teaching, community language learning also gives students ample opportunities to practice the language. However, the teacher is there to assist students when needed.
In conclusion, one cannot base their teaching methods on a single method. Instead, a teacher should be aware of all methods and use a combination suitable for a particular group of students. Teachers must have some knowledge of all the methods in order to become a more effective teacher.

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